by New Haven, Connecticut — A familiar four-legged presence is making a meaningful difference for students and staff across New Haven and Hamden, as Heidi, a trained facility dog, begins a new chapter supporting classrooms through Area Cooperative Educational Services (ACES).
Heidi and her handler, Richard Simons, are already well known in the community after spending several years working with Yale University’s public safety department. Now, the duo has transitioned into the education space, where their focus is on emotional wellness, regulation, and connection for students with diverse needs.
From campus safety to classroom support
After five years serving at Yale, Simons was offered the opportunity to bring Heidi to ACES, an organization that supports magnet schools and special education programs across the region.
For Simons, the move felt personal as well as professional.
“I am so blessed and lucky,” Simons said. “Number one, to be hired by ACES and number two, to go home with my best friend, to go to work with my best friend — it’s a dream come true.”
The transition reflects a growing recognition of the role facility dogs can play in educational settings, especially for students who struggle with emotional regulation, anxiety, or sensory challenges.
What makes Heidi a facility dog
Unlike therapy dogs that visit occasionally, Heidi is trained as both a service dog and a facility dog, meaning she is prepared to work consistently in structured environments like schools.
Simons explained that Heidi’s training allows her to adapt calmly to a wide range of people, behaviors, and settings, making her especially effective in classrooms.
Her role is not instructional, but supportive — offering a steady, nonjudgmental presence that helps students feel safe and grounded.
Creating calm in everyday moments
Since joining ACES, Heidi has already begun spending time in classrooms, including music and activity-based lessons. In one example, Simons recalled Heidi sitting quietly during a music class while students gathered around her.
“Heidi just sat there and enjoyed the music with the kids,” he said. “They loved it because they were able to touch Heidi, be on the ground with Heidi, and interact with Heidi.”
That physical connection, Simons noted, can be powerful.
“Having the touch of a dog like this with you makes a huge difference.”
For students who may struggle to express emotions verbally, simple interactions like petting or sitting beside Heidi can help reduce stress and bring focus back to the moment.
Meeting growing emotional needs in schools
ACES serves a wide range of students, including those in magnet programs and special education classrooms, many of whom face emotional or behavioral challenges.
Timothy Howes, deputy executive director of ACES, said bringing Heidi and Simons onboard felt like a natural fit once the opportunity arose.
“We have magnet schools and special ed schools, and we have students that have a lot of emotional needs,” Howes said.
Less than three weeks into the role, he said the impact has already been clear.
“There’s been situations where Heidi has gone in and the student has been dysregulated and having a bad day,” Howes explained. “They see Heidi, and everything comes together. It’s beautiful.”
More than comfort — a learning opportunity
Beyond emotional regulation, Heidi’s presence also opens the door for students to learn about empathy, responsibility, and service animal training.
Simons often talks with students about how Heidi was trained and what she is capable of doing to help others.
“It’s wonderful to have them touch a dog like this,” he said, “learn how she was trained, learn the wonderful things she’s able to do to help them every day.”
These conversations help students understand boundaries, respect, and the purpose behind working animals — lessons that extend well beyond the classroom.
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Expanding access across districts
ACES leadership says the goal is not to limit Heidi’s impact to a single building. Plans are already underway to have Heidi visit more school districts, expanding access to facility dog support across the region.
As awareness grows around student mental health and emotional well-being, programs like this are increasingly seen as complementary tools alongside counselors, educators, and support staff.
A partnership built on trust
For Simons, the work is deeply fulfilling, not only because of the students he meets, but because of the partnership he shares with Heidi.
After years of working together, he describes her as truly one of a kind.
Heidi’s calm presence, combined with Simons’ guidance, continues to prove that sometimes the most effective support doesn’t come from words — but from patience, connection, and a wagging tail.
Do you think more schools should use facility dogs to support student well-being? Share your thoughts in the comments.
